primary set 2: counting games...card, figure out the number of dots without counting, and do the...

To support math practice during these weeks, we are sharing with teachers some of the games from our AfterSchool KidzMath program. These games are organized by grade level and topic and include instructions and game boards if needed.

The program includes manipulative materials that your students may already have at home, such as playing cards, dice, and marbles, or that you can provide as PDFs. One component of the program is a book of wipe-off game boards. We have included the boards in the PDFs. They can be printed and used with a crayon or pencil. A few of the games are intended for large groups and can be adapted to distance playing.

The materials used in each game are listed on the first page of the game instructions.

© Center of the Collaborative Classroom

primary Set 2: Counting Games

• Dot Dazzle• Star Struck• Handy Handfuls• Stack Back

D O T D a Z Z L e ©2004 Center for the Collaborative Classroom 3

GAME SUMMARY

For each group of players:

I-For each group items


I-For each group items I-For each

group items

YOU’LL NEED

dot dazzle


IN LEADER’S KIT

12 dot cards (see “Get Ready”)

The leader names an action and flashes a card with dots on it for two seconds. The children look at the

card, figure out the number of dots without counting, and do the action that many times. To play this game, you need a large space, like a gym or outdoor area.

PLAYERS: Grades K–1, large group of 20 or fewer

GAME SUMMARY

YOU’LL NEED

4 ©2004 Center for the Collaborative Classroom A F T E R S C H O O L K I D Z M A T H ™ G A M E S

G-Tips

G-Tips

G-Skills list

About the Math SkillsG-Skills text

G-Skills list

G-Skills list

G-Skills list

About the Social SkillsG-Skills text

MATH SKILLS SOCIAL

Get ready

1 G-Get Ready

2 G-Get Ready

3 G-Get Ready

Identify the number of objects in

a group without counting (subitize)

Count to six

About the Math SkillsHaving the children quickly look at

rather than count the dots on the

card allows them to see the dots in

subgroups (for example, for the

number five, a child may see one

dot in each corner, totaling four,

and one dot in the middle, and

know that four and one make five).

This helps the children learn addition

and subtraction.

Be respectful when others

make mistakes

About the Social SkillsChildren often worry that others will

tease them if they give an incorrect

answer. Discussing how the children

want to be treated when they make

mistakes helps create a caring com-

munity where children feel comfort-

able taking risks.

MATH SKILLS SOCIAL SKILLS

During large-group movement games, it is especially important to talk about playing safely. In this game, you might have all the children practice a physical action and talk about why it is important to be aware of their personal space.

Get ready

1 Read the game directions and pages 6–7, and play the game yourself before introducing it to the children.

2 Make 12 dot cards using the large write-on cards in the Leader’s Kit and a dry-erase marker. Use the patterns of dots shown in the illustration.


Game Directions

1 The players stand facing the

leader with enough space

between them to move freely.

2 The leader says an action,

such as clapping or jumping,

and flashes a dot card for

two seconds.

3 The leader says “go” and the

players do the named action

as many times as the number

of dots they saw.

4 Play continues for as long as

the game holds the group’s

interest or for a set time (for

example, ten minutes). After

you have been the leader

a couple of times, have the

children take turns being

the leader.

GOAL: Find the number of dots on the dot card without counting and do the named acton that many times

Jump!

Go!


Before the Game Explain how to play the game and practice as a group.

• How did you know the number of dots showing on the card?

Who figured it out a different way?

• How will we make everyone feel comfortable even if they

make mistakes?

talk

about

1 Help the children as they play. Be sure to vary the actions. Some suggestions are: touching your nose, hopping on one foot, rolling your shoulders, and touching the ground.

2 If a player suggests a change in the rules while they are playing, allow them to discuss the change. Before changing the rule, make sure the change is fair to all players, everyone in the group agrees, and the math is still appropriate.

during the Game

• How did you figure out how many dots were showing when I flashed

the card? Who figured it out a different way?

• How are we treating one another when one of us makes a mistake?

talk

about


Help the children think about the math and how they played together.

after the Game

Changing the Game

1 To make the game more challenging:

• Add cards with seven and eight dots. Manila folders are the right size to make the cards.

2 To change the game:

• Play the game showing one side of a big die instead of dot cards.

3 Ask the children how to play the game differently and try their ideas.

• How did we treat one another when one of us made a mistake?

Did that work? What should we do next time?

• Did you get better at knowing the number as the game went

on? Why?

• How could this game help you when you are playing a game

with dice?

talk

about

S Ta R S T R U C k ! ©2004 Center for the Collaborative Classroom 9

GAME SUMMARY





group items

YOU’LL NEED

The players take turns shaking a die in a cup and quickly flashing the die just long enough for the other players to see it. The other players state the number

on the die and move the marker that number of spaces on the game board, following the arrows when they

land on them.

PLAYERS: Grades K–1, small groups of two, three, or four

GAME SUMMARY

star struck!

IN KIDS’ KIT

“Star Struck!”

game board

Die

Game marker

OTHER MATERIALS

Plastic or paper cup

YOU’LL NEED



G-Tips

G-Tips

G-Skills list


G-Skills list

G-Skills list

G-Skills list


MATH SKILLS SOCIAL

Get ready

1 G-Get Ready

2 G-Get Ready

3 G-Get Ready

Identify the number of dots on a

die without counting (subitize)

Count to six

About the Math SkillsHaving the children quickly look at

the dots on a die rather than count

them allows them to see the dots in

subgroups. (For example, for the

number six, a child may see two

rows of three and know that it is

six.) This helps the children learn

to add and subtract.

Be respectful when others

make mistakes

Give others time to think before

offering help

About the Social SkillsThe children may need to see the

die more than once before they

know how many dots are showing.

To help the children feel comfortable

asking to see the die again, discuss

how they want to be treated if they

need several tries.

Before introducing the game, decide on the mathematical and social questions you might ask. Use a highlighter pen or a pencil to mark the “talk about” questions you are going to use.

Get ready

1 Read the game directions and pages 12–13 and play the game yourself before introducing it to the children.

2 If you are playing with more than four children, decide how you will divide them into groups of two to four to play the game.



Game Directions

1 The players decide fairly who

goes first, second, and so on.

2 The first player:

• shakes the die in the cup.

• turns the cup over on the

table, covering the die.

3 When the second player is

ready, the first player quickly

shows the die by lifting the

cup just long enough for it to

be seen (1–2 seconds).

4 The second player:

• states the number of dots on

the die.

• moves the marker that many

spaces forward. (The player

may ask to see the die again

if needed.)

5 If the player lands on a

shooting star (a star with

an arrow), she moves the

game marker to the space

signaled by the arrow.

6 The players take turns until

they reach the the finish.

GOAL: Become “star-struck” by moving a marker from the start to the finish


1 Help the children as they play.

2 If a player or group suggests a change in the rules while they are playing, allow them to discuss the change. Before changing the rule, make sure the change is fair to all players, everyone in the group agrees, and the math is still appropriate.

Explain the game while demonstrating it with a child as your partner.

• How can we be respectful if a player wants to see the die again to

figure out the number of dots?

• How did you know how many dots were showing on the die? (Ask

with various numbers rolled.)

• How many more spaces do we have left until we reach the finish?

talk

about

• How do you know there are three dots showing on the die? (Ask with

various numbers rolled.) Who figured it out a different way?

• How many shooting stars are on the game board? How can we find out?

• Are you comfortable making more than one guess if you need it?

What is your partner doing to make you feel that way?

• How are you deciding when to offer help?

talk

about

Before the Game

during the Game



after the Game

Changing the Game

1 To make the game less challenging:

• Don’t use the cup and have the players take turns rolling the die and moving the marker the number of spaces they rolled.


• Have the children use two dice and no cup. The players take turns rolling the dice, adding the numbers together, and moving the marker that number of spaces.

3 To change the game:

• Have the children design their own game boards.

• After the children reach the finish, have them play backward, moving the marker from the finish to the start.


• Did it get easier to figure out the number of dots showing on the die?

What helped?

• How did you help each other feel okay if you needed more than one

try to recognize the number of dots? How did you know when to

help your partners?

talk

about

© Center for the Collaborative Classroom

FINISH

START

To play, you need Die Plastic or paper cup Game marker

Project Name: ASKM Games K–2 Game Boards Revamp 2009

Round: Final Date: 04/11/19

File Name: KM-GBP.indd Page #: 10

Trim size: 8.5” x 11” Colors used: CMYK Printed at: 100%

Artist: Roberta Morris/Joslyn Hidalgo/Scott Editor: Laurie Stewart

Comments:

Project Name: ASKM Games K–2 Game Boards Revamp 2009

Round: Final Date: 04/11/19

File Name: KM-GBP.indd Page #: 11

Trim size: 8.5” x 11” Colors used: CMYK Printed at: 100%

Artist: Roberta Morris/Joslyn Hidalgo/Scott Editor: Laurie Stewart

Comments:

H a N D y H a N D F U L S ©2004 Center for the Collaborative Classroom 15

GAME SUMMARY





group items

YOU’LL NEED

handy handfuls


IN KIDS’ KIT

Up to 25 game markers

(see “Get Ready”)

OTHER MATERIALS

Small paper bag

In turn, the players take a handful of game markers and show them to the other players. Each of the other

players estimates the number of game markers. The players then count the game markers to see how close

the estimates were to the actual number.


GAME SUMMARY

YOU’LL NEED


G-Tips

G-Tips

G-Skills list


G-Skills list

G-Skills list

G-Skills list


MATH SKILLS SOCIAL

Get ready

1 G-Get Ready

2 G-Get Ready

3 G-Get Ready

Estimate

Count to 25

About the Math SkillsAs children develop a “feel” for

numbers, they are able to estimate

quantity. Estimate means find a

number close to the amount. This

game provides estimation and

counting practice. The children

estimate the number of objects in

a group, then check their estimate

by counting.

Decide fairly who will go first,

second, and so on

Be respectful of one another’s

feelings

About the Social SkillsSome children may make fun of

others’ estimates if they are far off

from the actual number. Discuss with

the children how to be respectful of

one another’s feelings and why that

is important.

There are many ways to decide who goes first when playing a game. Two ways the children in a group can decide who goes first are to choose someone who hasn’t gone first lately or order themselves by their birthdays.

Discussing the various ways the children find solutions provides opportunities for the children to learn strategies from one another.

Get ready


2 If you are playing with five- and six-year-olds, put ten game markers in a bag for each group. Add more as the children seem ready. For older players, put as many as 25 game markers in each bag.




Game Directions



2 The first player takes a handful

of game markers and shows

them to the others just long

enough for them to see the

game markers (1–2 seconds),

but not to count them.

3 Each player estimates the

number of game markers

aloud. The players may ask

to see the markers again for

1–2 seconds, if needed.

4 The first player then counts

the game markers.

5 The players take turns for as

long as the game holds the

group’s interest.

GOAL: Estimate the number of game markers in a player’s hand


1 Help the children as they play.

2 If a player or group suggests a change in the rules while they are playing, allow them to discuss the change. Before changing the rule, make sure the rule is fair to all players, everyone in the group agrees, and the math is still appropriate.

Before the GameExplain the game as you play it with three children as your partners.

• What does estimate mean?

• How can we respect the feelings of others? (Discuss how it might feel

if the children make fun of one another’s estimates.)

• How did you estimate the number in the hand? Who estimated in a

different way?

talk

about

• How did you decide who would go first, second, and so on?

• Are there more or fewer game markers in this handful than in the last?

• How does your estimate compare to the actual number in the handful?

talk

about

during the Game



after the Game

Changing the Game


• Have the players count the game markers by twos instead of by ones.

• Put more game markers in the bag.

• Place five to ten game markers in a shallow box. Allow the play-ers to count the game markers. While the other players look away, the first player takes some of the game markers and hides them. The other players figure out how many are in her hand by counting those left in the box. The players take turns hiding the game markers.

• How did you estimate? What’s another way?

• Did your estimates get closer and closer to the actual number each

round? Why?

• Was it easier to estimate larger or smaller numbers of game

markers? Why?

• Did you feel more comfortable estimating when you knew no one

was going to make fun of your estimate? Why?

• What’s the difference between counting and estimation?

talk

about

S Ta C k B a C k ©2004 Center for the Collaborative Classroom 21

GAME SUMMARY





group items

YOU’LL NEED

stack back


IN KIDS’ KIT

4 of each playing card, from

ace to ten (ace equals one)

This game is based on a version of the card game soli-taire and is played with three rows of three cards face up. The players take turns finding and stacking smaller numbers on larger ones, moving single cards or stacks

of cards. The goal is to make four stacks of cards in order from ten on the bottom to ace (one) on the top.


GAME SUMMARY

YOU’LL NEED


G-Tips

G-Tips

G-Skills list


G-Skills list

G-Skills list

G-Skills list


MATH SKILLS SOCIAL

Get ready

1 G-Get Ready

2 G-Get Ready

3 G-Get Ready

Count and order numbers

backward from ten

About the Math SkillsIn this game the children count

backward, which gives them a

background for learning subtraction.

Children often have difficulty

counting backward. Even children

who count backward from ten

fairly easily may find this game

challenging as they must order

numbers backward from different

starting points. For example, if

they start with six they may have

difficulty naming the next smaller

number and may start counting

from ten rather than from six.

Help without giving the answer

Give others time to think before

offering help

About the Social SkillsSome children may see quickly how

to move the cards in this game,

while others may need more time to

see possible moves. Encourage the

children to support one another —

giving others time to think and

helping by asking questions rather

than telling the moves.

If necessary, teach the children to shuffle cards or show them an alter-native, such as spreading the cards on the table, mixing them up, and then making a new pile.

When you group the children to play, explain that they are expected to work together, even if their partner is not the person they were hoping for.

Get ready





Game Directions



2 The first player:

• shuffles the cards.

• places them face up in three

rows of three cards each.

• starts stacking cards in back-

ward order, putting a smaller

number on a larger number.

• continues to stack as many

cards as possible, moving

single cards or stacks of

cards. For example, a stack

with a three, two, and ace

could be put on a four.

3 If the player completes a stack

from ten to ace, he turns it

face down and sets it aside.

GOAL: Make four stacks of cards in order from ten on the bottom to ace (one) on the top

10

4

6

6

8

9

3

2

2

2

6

1098 4

32A

(continues)


Game Directions

4 When no more moves are

possible, the player fills in all

the empty spaces in the rows

with cards face up and passes

the deck to the next player.

5 At times, the players may find

that no more moves are

possible and there are no

empty spaces to put down

more cards. If this happens,

the players should decide how

to continue the game. (For

example, they could decide to

remove one or more cards

and replace them with other

cards from the deck.)

6 The players take turns until

four stacks are face down.

(continued)


Before the Game 1 Have the children practice counting backward from ten to one,

from nine to one, and so on.

2 Explain the game as you play it with a child as your partner. Demonstrate how to give help without giving the answers. For example, you might ask questions like “Could you move the four onto another card? Where could you put it?” Show how to have the bottom card stick out so that its number shows. This will help the children easily see the first number in the stack.

5A

• What moves can we make? What other ideas do any of you have?talk

about

1 Help the children as they play. If the players are stuck, but a move is possible, allow time for them to think, then ask whether they want help. If they do, give help by asking a question such as, “Here is a seven. If you were counting backward from seven, what num-ber would be next? Do you see that number in any of the rows?”

2 If a player or group suggests a change in the rules while they are playing, allow them to discuss the change. Before changing the rule, make sure the change is fair to all players, everyone in the group agrees, and the math is still appropriate.

during the Game



after the Game

Changing the Game

1 To make the game less challenging:

• Have the players make four stacks of cards in order from five to one, rather than from ten to one. (They will need a deck that includes four of each card from ace to five.)


• Have the players make eight stacks in backward order by twos — four stacks with the cards 10, 8, 6, 4, and 2, and four stacks with the cards 9, 7, 5, 3, and ace.

• Make your own cards with multiples of the numbers three, four, five, or six. (For example, for multiples of five, make four of each of the following cards: 0, 5, 10, 15, 20, 25, 30, 35, 40, 45, 50.) Have the players make four stacks in backward order by fives from 50 to zero.


• How did you know when someone had enough time to think and

was ready for help?

• If you had the cards from ten to seven in a stack, how many more

cards would you need to add to the stack to be able to turn it over?

How do you know?

• What was the hardest part about this game? The easiest?

talk

about

primary set 2: counting games...card, figure out the number of dots without counting, and do the...

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